Multi-modal educational and entertainment system

ABSTRACT

A multi-modal automated educational and entertainment device having improved functional versatility and which requires relational positioning of input data by the user which corresponds to required manual operations and procedures. The device comprises a tablet having a non-relational section for input of control or predefined information and at least one relational section for input of data, a stylus for activating the non-relational and relational sections of the tablet, a microcomputer logic unit for processing signals from the non-relational and relational sections of the tablet, and a memory unit for storing programs and data base for determining the accuracy or inaccuracy of the signals provided the microcomputer logic unit. Visual and audio outputs can also be provided for operator reinforcement and a power source for activating the device. A sequence of steps for operating the multi-modal automated educational and entertainment device under the control of stored programs is also provided.

This application is a continuation of application Ser. No. 695,870,filed Jan. 28, 1985, now abandoned.

BACKGROUND OF THE INVENTION

1. Field of Invention

The present invention relates generally to the field of computerizedteaching systems, and more particularly but not by way of limitation, toan improved portable multi-modal automated educational and entertainmentsystem.

2. Discussion of the Prior Art

Educational systems and devices have heretofore been proposed asteaching aids, such as for teaching multiplication tables and the like.The prior art systems and devices have generally been relatively simplewith limited use capabilities and versatility, or extremely complexmaking it difficult for students and instructors to operate.

One prior art device (U.S. Pat. No. 3,009,262) with limited versatilitycomprises a light bulb carried on intersecting perpendicular rodmembers, the rod members being movable independently in two directionsto locate the light bulb under an answer. The answer which overlies thepositioned light bulb depends upon the distance the bulb is moved inperpendicular directions and indicates for example, the product of thenumbers at their respective distances along the axes from the startingedges.

Another prior art device, taught in U.S. Pat. No. 3,771,240, comprises acard having interconnected conductive elements over which a second cardis positioned, the second card defining selected mathematical problemsand possible solutions. Probes are used to select the problems and theirproper solutions. Light bulbs are engaged upon chosing a correctsolution.

Still another prior art, disclosed in U.S. Pat. No. 3,834,042, teaches acomputational device for teaching mathematics by means of an apparatusfor indicating correct and incorrect solutions to an equation having twoindependent variables for selected variable values. The apparatusincludes a printed circuit board and electrically conductive strips, theconductive strips forming a family of curves representing solutions to adesired equation of two independent variables. The family of curves isarranged in a manner so that the distance along one edge of the boardrepresents the value of one of the independent variables, and thedistance along another edge of the board represents the value of theother independent variable. The intersection of the lines parallel tothe edges of the board intersecting over the curve represents thesolution to the equation of the two variables. Each of the solutioncurves is connected to an electrically conducting possible solutionmarker displayed on the top panel. A test probe is connected to a relayswitch to energize the relay when the test probe is brought into contactwith the proper solution member to which the voltage is conducted fromthe solution curve. The test probe contains a switch operable bypressure on the probe to engage a selected one of the two solutionindicating lamps, the incorrect lamp being ordinarily selected and thecorrect answer lamp being selected by positive potential being detectedby the probe which the relay energizes.

U.S. Pat. No. 3,761,877 is representative of the more complex prior artsystems and apparatuses, and is a system that utilizes a computergraphics input terminal comprising an optical or light position sensingdevice, a semi-transparent plate mounted in optical relationship to thesensing device, and a light-emitting stylus movable by the operator overthe plate surface against the sensing device. The sensing deviceprovides an analog output corresponding to the position of the stylus onthe surface of the sensing panel and an analog to digital converterprovides a digital output for feeding positional data to computersand/or other digital or analog operated equipment. This type of systemutilizes a centralized computer and is not portable by its very nature.

Another type of character recognition system, disclosed in U.S. Pat. No.4,184,147, utilizes the movement of a stylus across a predesignated datapad comprising three or more electrically conductive areas. As thestylus traverses the electrically conductive areas, a digital signal isproduced which, when compared with a prestored table of characters, iseither recognized or declared an input error. The signal is thentransmitted to a computer or other device for processing.

Another type of prior art character recognition system, as disclosed inU.S. Pat. No. 3,835,453, provides for data input by a stylus that has amoving surface or ball, the stylus being constructed so as to produce adigital signal representitive of the movement of the surface or ball.The digital signal can be transmitted either by wire or RF transmissionto a computer or other similar device whereupon it is decoded orrecognized as a valid character or declared an input error.

Numerous other educational and character recognition systems and deviceshave been proposed. However, as with the before described prior artsystems and devices, the other educational and character recognitionsystems and devices are inherently inflexible, substantially limited infunction and versatility, or extremely complex in construction andoperation. Thus, a need has long been recognized for automated teachingaids and/or entertainment systems which are portable, and yet havesubstantially unlimited versatility. Further, automated teaching aidsare desired which require relational positioning of input data by theuser substantially corresponding to manual operations and procedures inthe solving of mathematical problems, spelling and the like.

SUMMARY OF THE INVENTION

The present invention relates to a multi-modal automated educational andentertainment device having improved functional versatility and whichrequires relational positioning of input data by the user whichcorresponds to required manual operations and procedures. Broadly, thepresent invention comprises a tablet having a non-relational section forinput of control or predefined information and at least one relationalsection for input of data, a stylus for activating the non-relationaland relational sections of the tablet, a microcomputer logic unit forprocessing signals from the non-relational and relational sections ofthe tablet, a memory unit for storing programs and data base fordetermining the accuracy or inaccuracy of the signals provided themicrocomputer logic unit, visual and audio outputs for operatorreinforcement and a power source for activating the device. In oneaspect the present invention provides for a sequence of steps foroperating the multi-modal automated educational and entertainment deviceunder the control of stored programs.

An object of the present invention is to provide an educational andentertainment device having improved functionality and versatility.

Another object of the present invention is to provide an educational andentertainment device which requires relational positioning of input databy the user that corresponds to required manual operations andprocedures in solving mathematical problems and the like.

Still another object of the present invention is to provide a portablemulti-modal automated educational and entertainment device suitable foruse as a "stand-alone" unit or in combination with a master computer anda communication interface unit.

Another object of the present invention is to automate manual operationsrequired in a classroom environment, thereby reducing the workload of ateacher in educating children.

Other objects, advantages and features of the present invention willbecome apparent to those skilled in the art from the following detaileddescription when read in conjunction with the drawings and appendedclaims.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 illustrates in diagrammatical form a plurality of multi-modalautomated educational and entertainment devices constructed inaccordance with the present invention, each of the devices connected toa master computer via a communications interface unit.

FIG. 2A is an isometric view of the multi-modal automated educationaland entertainment device of the present invention, and illustrating astylus for activating data input pads forming relational andnon-relational sections of the device.

FIG. 2B is a top plan view of the multi-modal automated educational andentertainment device 10.

FIG. 2C is a side plan view of the multi-modal automated educational andentertainment device 10 showing the location of the earphone jack 16A,the input/output jack 14A, on/off power switch 11, and the stylus.

FIG. 3 is a block diagram of the educational and entertainment device ofFIG. 2.

FIG. 4 is an enlarged perspective view of a data input pad, a pluralityof which form the relational and non-relational sections of the deviceof FIG. 2.

FIG. 5A is a top plan view of another embodiment of an educational andentertainment device constructed in accordance with the presentinvention, and illustrating a stylus for activating data input padsforming a relational section and a plurality of non-relational sectionsof the device, the device adapted to receive an overlay member forselectively providing access to a predetermined portion of therelational section of the device.

FIG. 5B is a top plan view of an overlay member for use with theeducational and entertainment device of FIG. 5A.

FIG. 5C is an enlarged perspective view of the stylus 232.

FIG. 6 is a logic and process flow diagram of the educational andentertainment devices illustrated in FIGS. 2 and 5.

FIG. 7 is a logic and process flow diagram of the "define function" ofthe diagram of FIG. 6.

FIG. 8 is a logic and process flow diagram of the "solve function" ofthe diagram of FIG. 6.

FIG. 9 is a logic and process flow diagram of the "play function" of thediagram of FIG. 6.

FIG. 10 is a logic and process flow diagram of the "show me function" ofthe diagram of FIG. 6.

DESCRIPTION

Referring now to the drawings, and more particularly to FIG. 1, aplurality of multi-modal automated educational and entertainment devices10 (hereinafter referred to as multi-modal devices) are connected to amaster computer 12 by any suitable means, such as an RS-232C interfaceprotocol represented by lines 14. Each of the multi-modal devices 10 isprovided with a hearing device 16 and a stylus 18. The hearing device 16can be any suitable unit known in the art such as a head phone, an earplug, or a speaker. The stylus 18 can be a cognitive or non-cognitivedevice. The stylus 18 can be electrically connected to the multi-modaldevice 10 via line 20, as shown, by RF signals, or the stylus 18 can beindependent of the multi-modal device 10 as will be more fully describedhereinafter.

Referring now to FIGS. 2A through 2C, the multi-modal device 10comprises a housing 30 having an upper side 32. A plurality of inputpads 34, 36 and 38 are disposed in predetermined portions of the upperside 32 of the housing 30 and form non-relational sections 40, 42 and44, respectively. Similarly, a plurality of input pads 46, 48, 50, 52and 54 are disposed on predetermined sections of the upper side 32 ofthe housing 30 and form relational sections 56, 58, 60, 62 and 64,respectively. The term "non-relational sections", as used herein, is tobe understood to mean that there is no positional relationship betweenthe input pads. The term "relational sections", as used herein, is to beunderstood to mean that there is a positional relationship betwen theinput pads, such as would be true of the positions of digits in amathematical problem, i.e. carrying digits, subtrahend, minuend andanswer.

The input pads 34 and 36 which define the non-relational sections 40 and42 of the multi-modal device 10, upon activiation by contact with thestylus 18, provide selected control signals to the multi-modal device 10and thus to the master computer 12 (shown in FIG. 1); whereas the inputpads 38 which define the non-relational section 44 of the multi-modaldevice 10, upon activation by contact with the stylus 18, providecognition of predefined information to the multi-modal device 10 andthus to the master computer 12. Thus, the non-relational section 44 maybe also referred to as a cognitive section. The visual marking, if any,accomplished by means of the stylus 18 on the input pads 34, 36 and 38of the non-relational sections 40, 42 and 44 is inconsequential to theoperation of the multi-modal device 10. The input pads 46, 48, 50, 52and 54 defining the relational sections 56, 58, 60, 62 and 64 of themulti-modal device 10 are specifically used for the marking of symbolsor information by means of the stylus 18. When the stylus 18 is broughtinto marking engagement with any of the input pads 46, 48, 50, 52 and 54defining the relational sections 56, 58, 60, 62 and 64 of themulti-modal device 10, the activation of the input pad provides locationindication signals to the multi-modal device 10, while the marking isindicative of the information associated with the particular input padlocation.

The input pads 34, 36 and 38 in the non-relational sections 40, 42 and44, as well as the input pads 46, 48, 50, 52 and 54 of the relationalsections 56, 58, 60, 62 and 64 are shown as being made up of two halfpads, each half-pad being numbered. All upper half pads bearing the samenumber are electrically connected together within the multi-modal device10 and may be viewed in a logical sense as comprising rows. In theembodiment shown, there are therefore 15 rows numbered 1 through 15.Likewise, all lower half pads bearing the same number are connectedtogether within the multi-modal device 10 and may be viewed in a logicalsense as comprising columns. In the embodiment shown, there aretherefore 16 columns numbered 1 through 16.

As understandable by reference to FIG. 3, bringing the stylus 18 intocontacting engagement with an upper half of an activation pad providesan input impulse to a logic unit 82 on the row of activation. When thestylus 18 is brought into contacting engagement with the lower half ofan activation pad, this provides an input impulse to the logic unit 82on the column of activation. Alternatively, the stylus being broughtinto stradling engagement with the upper and lower halves of anyactivation pad provides input impulse to the logic unit 82 on the rowand column of activation. The logic unit 82 through its stored programis then able to identify the specific pad location of activation by thestylus 18 from the row and column input impulses received.

The multi-modal device 10 further comprises a visual display unit 66aand a voice unit 68 (as shown in FIG. 3) which are used for positiveand/or negative reinforcement to the operator of the multi-modal device10. The visual display unit 66 comprises a plurality of lights andalphanumeric LEDs, LCDs or other display means well known in the artwhich will be described in more detail hereinafter.

In the operation of the multi-modal device 10, depending upon itsdesign, certain information may not be input into the logic unit 82 viaany of the input pads, such information none the less being important inthe operation of the device. Provision by way of a scratch pad 120 ismade for marking information, using the stylus 18, in order tofacilitate the operator in remembering this information. The scratch pad120 can be provided on the upper side 32 of the housing 30 of themulti-modal device 10. The scribing surface of the scratch pad 120 canbe any suitable means which is capable of being marked upon with thestylus 18, when the stylus 18 is capable of producing a mark, such as acarbon core stylus or a stylus having a felt tip type pen. Further, thescribing surface of the scratch pad 120 should be capable of beingeasily cleaned by the user of the multi-modal device 10 when it isdesired to remove any markings from the scribing surface of the scratchpad 120.

In a cognitive system wherein impulses from the stylus 18 are decipheredby the multi-modal device 10, misrecognition creates certain practicaldifficulties. In such an event, the indicia needs to be remarked with noguarantees that it will be properly recognized the next time. It isconceivable that while the above misrecognition was in progress, markingon another pad location had commenced leading to confusion as to how tooperate the device in an orderly fashion. In one method, aftercompleting the marking on a pad location, the operator pauses for acertain length of time until the system recognizes the written indiciaand provides a visual or sound feedback to the operator indicative of arecognized input. In another case, after completing the marking on a padlocation, the operator activates an activate pad 70 with the stylus toindicate completion of marking on any given relational pad. In eithercase, if the system misrecognizes the indicia, then instead of rewritingthe indicia, the operator simply uses the stylus to activate theappropriate non-relational data input pad to "fix" the error and moveson to the next operation.

Referring now to FIG. 3, a block diagram of the multi-modal device 10 isillustrated. The multi-modal device 10, in addition to the input padsdefining the relational and non-relational sections, and the stylus 18as heretofore described, comprises a power source 80, a logic unit 82and a memory unit 84. The power source 80 employed to electricallyactivate the multi-modal device 10 can be an internally disposedbattery, such as a standard 9 volt rechargable battery, or the powersource 80 may be a conventional receptacle for connection to an externalpower source. When employing an internally disposed battery as the powersource 80 it is desirable to provide a step down transformer/converterso that the battery may be recharged when required.

When power is turned on, the signals received by the logic unit 82 viabuss 86 is the result of activation of one or more pads on the upperside of tablet 32 by the stylus 18 in a pre-determined sequence. Thelogic unit 82 can be any suitable unit capable of carrying out thedesired functions, such as a microprocessor. The logic unit 82 willprocess either control signals, location indication signals or datasignals in accordance with its stored programs as will be more fullydescribed hereinafter with reference to FIGS. 7, 8, 9, 10 and 11.Typical of a logic unit which may be employed in the multi-modal device10 of the present invention is a microprocessor model 6502 CPUmanufactured by Rockwell International, Inc.

The logic unit 82 is connected to the upper side (tablet) 30 via abi-directional buss 86; and the logic unit 82 is connected to the stylusunit 18 via a bi-directional buss 20. The logic unit 82 is capable ofcontrolling the voltage levels in the bi-directional buss 86 and thebi-directional buss 20. By first setting pre-determined voltage levelson the buss 36 and/or the buss 20, and then sensing the voltage levelson the buss 86 and/or the buss 20, the logic unit 82 is able to decipherthe operation of the upper side (tablet) 30 and the stylus unit 18. Theimpulses sensed by the logic unit 82 through the buss 86 providelocation of pad activation information to the logic unit 82 while theimpulses sensed by the logic unit 82 through the buss 20 provide thelogic unit 82 with information on the location of pad activation and/orthe symbol being marked on the input pad.

The memory unit 84 of the multi-modal device 10 is connected to thelogic unit 82 via buss 88. The memory unit 84 stores programs, data baseand temporary scratch pad memory, either singularly or in a plurality ofnon-volatile read/write memory, such as bubble memory, or volatile RAM(Random Access Memory) and/or ROM (Read Only Memory). Thus, the memoryunit 84 provides an information signal to the logic unit 82 to comparewith the input impulses received by the logic unit 82 from theactivation of the relational and non-relational input pads of themulti-modal device 10.

The voice unit 68 is operably connected to the logic unit 82. The voiceunit 68 may include a voice synthesizer 69 connected to the logic unit82 via a buss 92. An output signal, representative of process data inthe logic unit 82, is directed to the voice synthesizer 69 of the voiceunit 68 via the buss 92, the process data being in the form of a signalused for both positive and negative reinforcement of the operator, aswell as for prompting the user such as in the presentation of a spellingword and the like. Any suitable voice synthesizer well known in the artcan be employed. The output of the voice synthesizer 69 can be deliveredto the operator through a headset/earphone 16 via line 96, junction 98,and line 100. Alternatively, the output signal of the voice synthesizer69 may be delivered to a speaker 102 via line 96, junction 98, and line104. In addition to the voice synthesizer 69, the voice unit 68comprises a tone generator 106. The tone generator 106 is connected tothe logic unit 82 via a buss 108. The tone generator 106 generates atone or tune which functions as positive and negative reinforcements forthe operator of the multi-modal device 10. The output of the tonegenerator 106 can be delivered to the headset/earphone 16, via line 110,junction 112, and line 116, or the speaker 102 via line 110, junction112, and line 114.

The visual display unit 66 of the multi-modal device 10 is connected tothe logic unit 82 via a buss 118. The visual display unit 66 comprises aplurality of lights and alphanumeric LCDs (shown in FIG. 2), or suitablemeans which provide a visual readout of the signal transmitted to thevisual display unit 66 from the logic unit 82. Thus, under programcontrol, the logic unit 82 can produce the following: an output visualsignal via buss 118 and the visual display unit 66; musical and othertone sounds via the buss 108, the tone generator 106, line 110, junction112, and line 114 to the speaker 102, or via the buss 108, the tonegenerator 106, line 110, junction 112, and line 116 to theheadset/earphone 16; speech or vocal sounds via the buss 92, the voicesynthesizer 69, line 96, junction 98, and line 104 to the speaker 102,or via the buss 92, the voice synthesizer 69, the line 96, junction 98,and the line 100 to the headset/earphone 16. As previously stated, thevisual display, the musical or other tone sounds, and the speech orvocal instructions can be either a positive or negative reinforcement tothe operator of the multi-modal device 10, such depending upon thecorrelation between the data input into the multi-modal device 10 andthe program data contained in the memory unit 84 of the multi-modaldevice 10.

The multi-modal device 10 as described above is a self-containedportable educational and entertainment systme capable of enabling theoperator, such as a child, to carry out preprogramd functions. However,the capabilities of the multi-modal device 10 can be substantiallyincreased, while still maintaining an individual unit even when aplurality of such units are used by a number of different operators, byinterconnecting the plurality of the multi-modal devices 10 to themaster or central computer 12 as illustrated in FIG. 1. In suchinstance, the logic units 82 of each of the multi-modal devices 10 hasan integrated serial and/or parallel I/O (input/output) port 124connected to port 126 of the master computer 12 via buss 14. Theinterconnection of the I/O port 124 of the logic unit 82 and the I/Oport 126 of the master computer 12 allows transmission and receipt ofcontrol and input/output data in and from the master computer 12 to thelogic unit 82 of each of the multi-modal devices 10 and vice-versa.

As shown in FIG. 2, the input pads 34, 36 and 38 of the respectivenon-relational sections 40, 42 and 44, the input pads 46, 48, 50, 52 and54 of the respective relational sections 56, 58, 60, 62 and 64, and theactivate pad 70 in the non-relational section 40 of the multi-modaldevice 10 can be of any suitable construction. Further, such pads can beconstructed to be activated by pressure, light, heat or any other meansknown to the art. For example, if the input pads are activated bypressure the stylus 18 may be an ordinary pencil or pen which is notphysically connected to the housing 30 of the multi-modal device 10. Therelational and non-relational input pads, physically located on theupper surface 32 of the body portion 30, may be constructed variouslysuch that they may be no more than demarcations, with switches, sensorsor other means known to the are underneath them for detection ofactivation. Thus, the input data to the logic unit 82 via the input padsfor the selection of thedesired functions, such as control, cognitioninput, display or the like, can be accomplished by either using thestylus or one of the operator's fingers to apply pressure to therequired input pad in the predetermined non-relational section of themulti-modal device 10, while the pressure of marking indicia on therelational pads provide location indication impulses to the logic unit82.

While activation of the various pads of the multi-modal device 10 can beaccomplished in several ways as described above, and the pads can befabricated of various types of materials, configurations and designs,desirable results have been obtained when the input pads of themulti-modal device 10 are constructed as illustrated in FIG. 4. Sinceeach of the input pads, i.e. the input pads forming each of therelational sections, non-relational sections, and the activate pad 70,are substantially identical in construction, only the activate pad 70will be described in detail with reference to FIG. 4.

The activate pad 70 comprises a body portion 130 having an upper surface132 and an opposed lower surface 134. The body portion 130, depicted ashaving a substantially circular configuration, is characterized ashaving a first half 136 and a second half 138. The body portion 130 isconstructed of an electrically conductive material and an insulatingmedium 140, such as plastic, is disposed therein so that the first half136 of the body portion 130 is electrically insulated from the secondhalf 138 of the body portion 130. An electrically conductive lead or pin142 is secured to the first half 136 of the body portion 130 so as toextend from the lower surface 134 of the body portion 130 substantiallyas shown. Similarly, an electrically conductive lead or pin 144 issecured to the second half 138 of the body portion 130 so as to extendfrom the lower suface 134 of the body portion 130 substantially asshown. Thus, in an assembled position of the activate pad 70 with thehousing 30 of the multi-modal device 10 the leads or pins 142, 144contact the electrical circuit contained within the housing 30 of themulti-modal device 10 such that electrical signals can be generated whenthe input pads, such as the activate pad 70, are activated by movementof the stylus 18 across the upper surface 132 of the body portion 130heretofore characterized as the first and second portions 136, 138.

Any suitable electrically conductive material can be employed tofabricate the body portion 130 of the activate pad 70 and each of theinput pads forminfg the relational and non-relational sections of themulti-modal device 10. Such materials are well known in the art and thusa further explanation of such materials is not believed to be necessaryherein. Further, the upper surface 132 of the body portion 130 of thepads forming the non-relational sections 40, 42, and 44, as well as theactivate pad 70 may be treated or finished such that marking by thestylus is minimized or inhibited. However, since indicia are marked onthe pads forming the relational sections 56, 58, 60, 62 and 64, i.e.,input pads 46, 48, 50, 52 and 54, respectively, the upper surface 132 ofeach of the input pads may be formed of a material for writing on with acarbon base tip or an ink bearing electrically conducting fiber tip.However, in such instances the upper surface 132 of each of the bodyportions of the input pads must be fabricated to facilitate being markedon as well as being capable of the operator erasing or removing themarkings once the use for such markings as a means for visualrecognition has ceased. It should be noted that while the activate pad70 has been illustrated as having a circular configuration, theparticular configuration of the activate pad 70, and each of the otherinput pads of the relational and non-relational sections of themulti-modal device 10 is not critical and can vary depnding upon theparticular asthetic qualities desired in the overall appearance of theinput pads and their relationship with the housing 30 of the multi-modaldevice 10.

The stylus 18 employed to activate the input pads of the multi-modaldevice 10 can be a non-cognitive unit or a cognitive unit. Whenemploying a non-cognitive unit as the stylus 18 (as illustrated in FIGS.1, 2, 3 and 5), the non-cognitive unit can be a carbon core pencil-likemember, which may be electrically connected to the logic unit 82 vialine 20 and the housing 30 of the multi-modal device 10. Optionally, thecarbon core pencil-like member may be a stand alone unit, when it makesstraddling engagement with the upper and lower halves of any pad. On theother hand, when employing a cognitive unit as the stylus 18, thecognitive unit may be constructed so as to provide indicia indicatingsignals to the logic unit 82 of the multi-modal device 10 via either anelectrically conductive line or buss (represented by line 20 in FIG. 1),or RF signals. Any suitable cognitive unit can be employed as the stylus18 of the multi-modal device 10. Typical of such a cognitive unit is thecode generating and receiving apparatus disclosed in my U.S. Pat. No.3,835,453.

The code generating apparatus of U.S. Pat. No. 3,835,453 the disclosureof which is hereby expressly incorporated by reference, is constructedsuch that a writing or marking can be made on the upper surface 132 ofthe relational input pads of the multi-modal device 10 so as to providethe logic unit 82 with input pulses indicative of the location where themarking was accomplished; and the apparatus simultaneoulsy generates andtransmits indicia indicating signals to the logic unit 82 of themulti-modal device 10. The indicia indicating signals transmitted to thelogic unit 82 are in the form of an indicia code representing the markedindicia.

In the use of prior art systems employing a cognitive unit, problemshave been encountered in that the system may not recognize the charactermade by the cognitive unit. Upon completion of marking on an input padof a relational section, the activate pad 70 may be activated, therebyproviding input impulses to the logic unit 82 that recognition of theindicia code may be started. In the event of non-recognition of theindicia indicatinfg signals from the code generating apparatus by thelogic unit 82 of the multi-modal device 10, the operator contacts thecode generating apparatus with the appropriat input pad of apredetermined non-relational section so that data represented by theactivation of the input pad is entered into the logic unit 82 tocorrespond to the marked indicia which was misrecognized.

Referring now to FIG. 5A, a second embodiment of a multi-modal device210 is illustrated. The multi-modal device 210 is illustrated. Themulti-modal device 210 comprises a housing 212 having an upper side 214.A plurality on non-relational input pads 216, 218 and 220 are disposedin predetermined portions of the upper side 214 of the housing 212 andform non-relational sections 222, 224 an 226, respectively. Similarly, aplurality of relational input pads 228 are disposed on the upper side214 of the housing 212 and form a relational section 230. Thenon-relational input pads 216, 218 and 220, which define thenon-relational sections 222, 224 and 226 of the multi-modal device 210,upon activation by contact with a stylus 232, provide selected controland data input signals to the logic unit 82 of the multi-modal device210 and thus to a master computer 12(shown in FIG. 1); whereas therelational input pads 228 which define the relational section 230 of themulti-modal device 210, upon activation by marking engagement of thestylus 232, provide location data to the logic unit 82 of themulti-modal device 210 and thus to the master computer 12. The inputpads 228 of the relational section 230 are interconnected in rows andcolumns such that location data input is transmitted to the logic unit82 in the multi-modal device 210 for processing as heretofore describedwith reference to the multi-modal device 10.

The stylus 232, shwon in FIG. 5C, includes an elongated housing 234which may be gripped by the human fingers and a centrally disposed core236 having a first end 238 and an opposed second end 240. The stylus 232can be an independent element, or the stylus 232 can be electricallyconnected to the logic unit 82 of the multi-modal device 210. Forexample, an electrically conductive line or element 242 can be employedto interconnect the second end 240 of the core 236 of the stylus 232 tothe logic unit 82 via the housing 212 of the multi-modal device 210 sothat an electrical potential can be established therebetween.

The first end 238 of the core 236 extends outwardly from the elongatedhousing 234 of the stylus 232 and forms a tip portion. The core 236 canbe formed of a material capable of making a visible marking on therelational input pads contacted, or may be constructed of a non-markingmaterial. A typical example of a material suitable for use as the core236 of the stylus 232, which is capable of making a visible mark on therelational input pads, is carbon; whereas an example of an non-markingmaterial which can be employed as the core 236 of the stylus 232 is asteel rod.

The multi-modal device 210 further comprises a visual display 244, aspeaker 246 and an activate pad 248. The visual display 244 and thespeaker 246 are employed to provide visual and sound signals forpositive and/or negative reinforcement to the operator of themulti-modal device 210 in the same manner heretofore described withreference to the multi-modal device 10. The activate pad 248, which uponactivation produces a signal to the logic unit 82 contained in thehousing 212 of the multi-modal device 210 so that the logic unit 82 canreceive and recognize the stylus signals, is similar in contruction andfunction to the activate pad 70 of the multi-modal device 10 heretoforedescribed in detail. Therefore, no further description of the visualdisplay 244, the speaker 246 or the activate pad 248 is believednecessary.

The multi-modal device 210, in addition to the logic unit 82 furthercomprises a power source 80 and a memory unit 84, each of which isidentical in construction and function to the power source 80, the logicunit 82 and the memory unit 84 of the multi-modal device 10 heretoforedescribed in detail with reference to FIG. 3. Therefore, a detaileddescription of such components with reference to the multi-modal device210 would be redundant and is not believed necessary for one to fullyunderstand the construction and operation of the multi-modal device 210.

Referring now to FIGS. 5A and 5B, the multi-modal device 210 fruthercomprises a plurality of overlay members 250, (only one beingillustrated in FIG. 5B) each of the overlay members 250 havingpredetermined openings 252 therein so that a selected portion of theinput pads 228 defining the relational seciton 230 of the multi-modaldevice 210 can be selectively exposed to the operator via the openings252 while the remaining input pads 228 are covered by the overlay member250 an thus not available to the operator as long as the overlay member250 is maintained in position on the upper side 214 of the housing 212.For example, the overlay member 250 depicted in FIG. 5B is provided witha plurality of openings 252 in an appropriate location so that when theoverlay member 250 is positioned on the upper side 214 of the housing212 the input pads 228 of the relational section 230 defining an "add"functon of the multi-modal device 210 are positioned within the opening252. By the use of a different mask, the same relational pads may beused for performing other functions, the mask providing the window forselectively exposing and bringing into relational positioning the "freeform" pads for accomplishing the desired function. While the overlaymember 250 has been illustrated as containing a plurality of openings252, it is readily apparent that the overlay member 250 can be provideda single opening of a predetermined size and shape required to exposethe preselected input pads 228 of the relational section 230 defining aparticular function.

The overlay member 250 can be formed of any suitable material. However,it is preferable that the overlay member 250 be formed of a thin sheetof durable, flexible material so that the overlay member 250 can be useda number of times. Thus, desirably the overlay material will be formedof a plastic or heavy duty paper material.

Numerous methods can be employed to secure the overlay member 250 in astable position on the upper side 214 of the housing 212 to insure thatthe proper input pads 228 are exposed via the openings 252 formed in theoverlay member 250. The particular method employed will be dependent, toa large degree, upon whether the input pads 228 of the relationalsection 230 are substantially flush with the upper side 214 of thehousing 212, as shown in FIG. 5A, or are in a raised position above theupper side 214. As shown in FIG. 5A, ridge assembly 254 is disposed onthe upper side 214 of the housing 212 so that the ridge assembly 254encompasses the input pads 228 of the relational section 230. The ridgeassembly 254 can be a continuous segment, as shown, or can be aplurality of intermittant segments disposed around the periphery of therelational section 230.

The process of implementing the muti-modal devices 10 and 210 aresubstantially identical. Thus, the process of implementing themulti-modal device 10 will be described in more detail with reference toFIGS. 6-10 of the drawings.

FIG. 6 illustrates a process 300 for selecting the various functionsthat are available on the multi-modal device 10. In carrying out theprocess a sequence of steps and decisions are required, the first steprequires a decision of whether or not to transmit or receive data orcontrol signals from the host or master computer as shown in block 302.If a "yes" decision is made at this particular point, block 304 isinvoked which will either allow the transmission or receipt of dataand/or control signals to/from the host computer by means previouslydescribed herein. If a "no" decision is made, one of the four functionsrepresented by block 306 is selected by activation of the appropriateinput pads. The particular selection may be made to proceed to a"define", "solve", "play" or "show me" mode. The next decision is todetermine whether or not to "reset", in the event that an erroneoussignal has been entered. The "reset" is represented by block 308. If"reset" is selected a signal is fed to connector "A", represented byblock 310, and the selection process is restarted from the inputconnector "A". On the other hand, if the reset is not activated a signalis directed to block 312 for a determination as to the validity of theselection. If a valid selection has not been made, a signal representingan error message would be produced in block 314 and a signal directed toconnector point "A", block 310, to restart the procedure. If a "correct"selection has been made a signal is directed to one of four possibleconnector "B", "C", "D" or "E", represented by the blocks 316, 318, 320and 322, respectively, whereupon the signal would proceed to one of thefollowing blocks, namely: a "define" block 324, a "solve" block 326, a"play" block 328, or a "show me" block 330.

FIG. 7 illustrates the "define" function of FIG. 6 and the proceduresinvolved therein. The "define" function is accomplished via signal inputthrough connector "B" represented by the block 316. The "define"function is represented by the block 324 and in operation the operatordecides what to do within that function. Block 327 provides for thselection of the following; (1) math problems, (2) spelling, or (3)music. Upon selection of one of the above functions the process allowsthe operator one of two options at block 329, either to "reset" or toproceed to the next part of the process. In the event of "reset" isselected, a signal is directed to connector "A", block 310. If not"reset", a signal proceeds to a valid selection block represented by thenumeral 313 where a determination is made whether the signal representsa valid selection. If the signal represents an incorrect selection theoperator is given an errror message represented by block 315, and thesignal would proceed to connector "B", block 316 and the process wouldbe repeated. If the signal represents a valid selection the signalproceeds to one of three connectors "F", "G", or "H", represented by theblocks 331, 332 and 334, respectively. These blocks allow the processthen to continue, in the case of connector "F", block 331, tomathematical operation represented by block 336; in the case ofconnector "G", block 332 to spelling operations represented by block338; or in the case of connector "H", block 334, to music operationsrepresented by block 340. Upon selection of one of the threepossibilities, i.e. math, spelling or music, an option to reset isprovided represented by block 342 to allow for reselection if needed. Ifthe reset function is not involved, the process proceeds to block 344for data input and then onto block 346, a valid entry decision block. Ifan invalid entry was made, the signal would continue to block 348whereupon an error message would be produced and the signal wouldproceed back to the connector "F", "G", or "H" depending upon where theprocess originated from. If a valid entry was made, the signal wouldcontinue onto block 350 where a determination would be made as towhether or not a definition had been completed. If the definition hadnot been completed, additional input of data is entered by repeating theprocess through block 344. If the definition had been completed, theprocess would store the definition of the problem in the blockrepresented by the numeral 352. Upon storage of the definition of theproblem, the process would be repeated through whichever connector theprocess started until the definition process is completed. As detailedhereinabove, connector "F" starts an example of a mathematical problemdefinition process. The procedure would be followed in the same mannerin each of the three blocks whether it was connector "F" for math,connector "G" for spelling, or connector "H" for music.

The solve function flow process of the multi-modal device 10 isillustrated in FIG. 8. An input signal is received through connector"C", represented by block 318, and the signal is directed to solve block326. In this instance one of five possible functions represented byblock 358, namely, add, subtract, multiply, divide or spelling may beselected. Upon selection of one of the five functions, an opportunity isprovided to "reset" if an error has been made. The "reset" isrepresented by block 360. When it is determined that an input error hasbeen made, and the reset activated, a signal is directed to theconnector "A" represented by the block 310. If the input is proper, thesignal is continued to block 362 for determination of whether the signalrepresents a valid selection. Two occurances can happen in block 362. Ifthe selection was invalid, a signal is produced to generate an errormessage, represented by block 364, and the signal would proceed throughconnector "C", i.e. , block 318. On the other hand, if the selection wascorrect, a signal is provided to one of five selected functions, namelyadd, subtract, multiply, divide or spelling, represented by the blocks366, 368, 370, 372 and 374 via connectors "I", "J", "K", "L" or "M",represented by blocks 376, 378, 380, 382 and 384, respectively. Uponselection of any one of these five functions a determination as towhether or not a "reset" is necessary, and in the event of an inputerror, the selection can be reset via reset block 386. If "reset", asignal is passed to connector "C", represented by the block 318 so thatanother selection could be made. For example, if doing an add functionand the subtract function was input, the process could be "reset" andthe correct add function input. If the correct function has been input,and the process not "reset", a signal is directed to block 388 for inputof data; and then into block 390 where a determination of the validityof the entry is made. If the entry is invalid, a signal is directed toblock 392 where an error message is produced, and the signalrepresenting the error message is directed back to block 388 so that newdata can be input. The signal representing the new input data wouldagain be directed to block 390 for determination as to whether or not avalid entry had been made. In the event that an entry was valid, asignal representing the valid entry would continue to block 394 where adetermination would be made as to whether or not the solution wascomplete. If the solution is not complete, in that the solution requiredmore steps, a signal would be passed back to block 388 for input ofadditional data. If the solution is completed, a signal is generatedwhich is passed to block 396 where the signal representing the answer isevaluated with stored data to determine whether or not it was correct.The process would continue by providing a signal from block 396 to theconnector from which the process originated, such as the connector "I"if the "add" function being processed. The above described process couldbe followed for any one of the five possible functions, namely add,subtract, multiply, divide or spelling.

FIG. 9 illustrates a flow diagram of the "play" mode of the multi-modaldevice 10. A signal, representative of the "play" mode is entered inconnector "D" represented by the block 320 and passed to the "play" moderepresented by block 328. From block 328 the signal is directed to block404 where a dicision is made by the operator to play music or a game.Once the proper selection of the "play" mode has been made, a signalrepresentative of the selection is passed to block 406. At this time theoperator determines whether to reset the process or continue on. If theprocess is reset because the operator does not wish to proceed, a signalis generated via block 406 and directed to connector "A", represented bythe block 310. If the process was not reset, a signal is advanced toblock 408 where the signal is compared to determine if a valid selectionwas made. If the input signal is determined to be incorrect, the signalrepresenting such a determination is supplied block 410 where a signalrepresenting an error message is produced and fed connector "D",represented by the block 320. If the signal received by the block 408represents a valid selection, a signal is generated and directed toeither block 412 via connector "N" represented by the block 414 or toblock 416 via connector "O" represented by the block 420. Connector "N"is used for music selection as shown by block 412; and connector "O" isused for game selection as shown by block 416. If the operator hadselected the music mode, the operator would have the option to eithercontinue or "reset" by activation of a reset mechanism represented byblock 420 so as to provide a signal to connector "D", represented by theblock 320. If "reset" was not necessary a signal would be passed fromblock 420 to a "play music" block 422, whereupon the multi-modal device10 would play music. If the selection had been made to play a game, asignal would proceed from connector "O", represented by block 420, tothe game block 416, whereupon the operator could make the selection toeither continue or reset by activation of a reset mechanism representedby the block 424 so as to provide a signal to connector "D" representedby the block 320. If the "reset" had not been selected a signal would bepassed from block 424 to a "play game" block 426 whereupon themulti-modal device 10 would play a game as preselected. In either of theabove selections the device 10 would either play music or play a gameand would continue until the completion of the music or the game,whereupon it could be "reset" and go to connector "D" represented byblock 320, or continue to play other music, tunes or games.

FIG. 10 is a flow diagram showing the "show me" function of multi-modaldevice 10. The "show me" function is entered via a signal throughconnector "E", represented by block 322 whereupon the signal proceeds tothe "show me" block 330. The operator has the possibility of selectingone of several possible functions represented by block 434, such as asolution function, a score function, or a mathematical tables function.Upon making a selection of one of the three above functions a signal isgenerated and the operator must determine whether to activate a resetmechanism represented by block 436 or continue on. If the resetmechanism is activated a signal is directed to connector "A",represented by the numeral 310. If reset is not necessary, a signal fromthe block 436 is passed to a valid selection block 438. In the event aninvalid selection is made a signal is directed to an error message block440 whereupon a signal representing an error message would be producedand passed to connector "E" represented by the block 322. If a validselection is determined by the block 438 the signal is passed to eithera solutions block 442 via connector "P" represented by the block 444,score block 446 via connector "Q" represented by the block 448, ortables block 450 via connector "R" represented by the block 452. Forexample, if the solution funcion had been selected and the input signalhas been determined to be a valid signal, the signal would be passedthrough the connector "P", i.e. block 444 and from there to the solutionblock 442. The signal would then proceed to a show solution block 454where a response would be generated to show the solution to the problemthat was being worked on. Upon completion of the "show solution"function the process would proceed to connector "E" represented by theblock 322. Similarly, if the "score" function had been chosen the signalwould continue from connector "Q", represented by block 448 to the"score" block 446. At that time, the signal would continue to the showscore block 456. Upon completion of the score being shown by themulti-modal device 10 a signal continues to connector "E" represented byblock 322 for further processing. In like manner if the "tables" block450 has been selected, a signal would continue to connector "R",represented by the block 452 and continue onto the "tables" block 450.The signal would then pass to block 458 for selection of a properpreprogramed table. A signal representing the proper table would betransmitted to the show table block 460 whereupon the table would betransformed into a form suitable for use and inspection by the operator.Upon completion of the tables being shown, a signal would be transmittedto connector "E", represented by block 322 for the continuation ofprocessing.

The general operation of the multi-modal education and entertainmentdevice 10 will be described hereinbelow. When power is turned on, themulti-modal device 10, through its stored program shows a message on thedisplay prompting the user to choose one of the control functions. Forinstance, in one form, the following may be the options--defineproblems, solve problems, spell, play music or play games. If any choiceother than those shown above is made, the program provides an errorfeedback and re-prompts the user for the correct choice.

Assume that "solve" option is selected to solve problems previouslydefined. The program prompts the user to select one of the following:add, subtract, multiply, divide or spell. Contacting any other padlocation prompts an error message.

Now assume that the stylus 18, a non-cognitive element, is moved acrossthe two half pads of the "add" control input pad, thereby selecting theadd function. The program now prompts the user for the first "add"problem to be solved. The subject first writes the problem to be solvedon the relational pads in the "add" relational section, such as datainput pads 46 of the relational section 56. Refering to FIG. 2B, this isdone as follows: In the single entry mode, the stylus 18 is first usedto mark the digit on the appropriate relational pad, thereby indicatingthe pad location being marked on, followed immediately by moving thestylus 18 in an electrically contacting position across the two halfpads of the appropriate cognition pad (data input) 38 in thenon-relational section 44. This procedure informs the logic unit 82 whatdigit (value) was entered in the previous operation. In the multipleentry mode, several pads in the "add" relational section are written on;then the stylus 18 is moved across the two halves of the pads of theappropriate digit(s) in the data input pad 38 in the non-relationalsection 44, the same number of times and the same sequence as writingwas done in the earlier operation. This process is continued until theproblem is solved. At this time the non-relational control input pad"enter" is contacted across the two halves, thereby informing the logicunit 82 that the subject's solution is ready to be scored. The logicunit 82, through its stored program(s), solves the problem and checksthe solution against what the subject entered. If it is correct, theprogram adds 1 to the good score for "add" & adds 1 to the total addproblems solved. This is followed by a visual and/or sound display of a"good" message feedback. The process then presents the next "add"problem for solution as before. However, if the solution was in error, avisual and/or sound error message is displayed, and the same problem ispresented for retry. However, the program adds 1 to the total attemptedfor add problems thereby lowering the subject's earned score(percentage) for "add".

The subject may do one or more of the following:

1. By selecting the skip control function, request that the presentproblem be skipped and be presented with the next problem.

2. By selecting the "score" control function, request the score to bedisplayed up to this point.

3. By selecting the "prompt" control function, the program checks thevalidity of the problem as it is being solved; providing a visual and/orsound feedback when an error is detected.

4. By activating the "Show Me" pad followed by the "Answer" pad, thesolution to the problem is displayed. Once the "Answer" is selected, theprocess can be such that the subject cannot get a score on that problem.

The process herein above described shows problems maybe solved by meansof the "add" mode as an illustration. The process is similar forsubtract, multiply and divide.

When the "solve" control function is followed by the "spell" controlfunction, the logic unit 82 picks the first word defined for spelling,and through the voice synthesizer, converts it to sound impulses. Thesubject then spells the words by writing on the "spelling" pads 54 inthe relational section 64 followed by moving the writing medium acrossthe two halves of the data input pads 38 in the non-relational section44 in the same sequence as in which the letters were written on thespelling pads. When the spelling has been accomplished, the "enter"control function is selected. As in the case of math, the logic unit 82checks what was entered against the defined word for correctness andscoring.

The multi-modal device 10 has provisions for defining problems throughitself, apart from the master computer 12. This feature gives theparent/guardian of a child the option to define problems more suited tothe needs of a child. Problem definitions are eaily accomplished asfollows:

First the stylus 18 is contactingly moved across the two halves of theinput pad labelled "define" to select the define mode.

Assume that the following two numbers are required to be added: 427+608.The stylus 18 is contactually moved across the two halves of the datainput pads 38 in the non-relational section 44 labeled with the digitsand symbols in the same sequence as the sequence shown. The process isterminated by activiting the "enter" pad, which signals the logic unit82 to store the defined problem for future retrieval and use. This isvery easily and simply accomplished.

The method of defining other types of problems i.e. subtract, multiplyand divide, is similar to that for the "add" mode. These are simply doneby writing the problems as a string with the operator (+, -, ×, ÷)imbedded within the string as shown herein above for "add" and enteredas described for "add". The logic unit 82 stores the problem defined inits memory unit 22 for future use. The defining of words for spelling isaccomplished in a similar manner. However, after choosing the "define"control option, the "spell" control option may be selected to inform thelogic unit 82 that spelling words are to be defined.

In a similar fashion, musical scores may be defined. The note to beplayed followed by the time duration are written as a string. The definecontrol function is first chosen, followed by the "music" controlfunction. The stylus 18 is then moved across the appropriate data inputpads 38 in the non-relation section 44 in the same sequence as thestring established. The logic unit 82 then stores these values in itsmemory unit 84 for future retrieval for producing the tune.

The multi-modal device 10 also has provisions for a child to play games.This is done by selecting the game option followed by the game controlfunctions. The logic unit 82 is programmed to prompt one or moresubjects through the games. These may be, for instance, playing wordguessing games, number guessing games, tic-tac-toe etc.

The function of one other set of pads needs to be described. These aretwo vertical sets of pads 36 comprising the non-relational section 42.These are provided as a means to have feedback for verificationpurposes. For instance, when solving an add problem, activating the padmarked 14/15 displays the carry digits stored in the memory unit 84which can be visually verified against what is written on the carrypads. Any discrepancy noted can then be corrected. Two vertical rows areprovided because of the fact that only eight display characters aredisplayed at a time in the embodiment shown. Activating one of the "leftdisplay pads" 36 will display up to eight characters/numbers in the samerow to the right of it; activating one of the "right display pads" 36will display up to eight characters/numbers in the same row to the leftof it.

Tests and homework assignments in a classroom situation using thepresent invention are carried out as follows. The teacher defines theproblems or assignments to be worked on by the children in the mastercomputer 12. Through predefined communication procedures between themaster computer 12 and the multimodal devices 10 or 210 connected to itthrough buss 14, the problems or assignments are "shipped down" to theindividual multi-modal devices 10 or 210 where they are stored in thememory unit 84 (shown in FIGS. 3). Each child is then able to retrieveand solve the problems as previously defined.

In the event the children are being tested, at the expiration of theappropriate length of time, the teacher can "pull in" the test scoresfrom each of the multi-modal devices 10 or 210 into the master computer12 for tabulation and storage.

In the event the children are solving home-work problems, the problems"shipped down" to the multi-modal devices 10 or 210 from the mastercomputer 12 are stored in the memory portion of the memory unit 84. Atthe end of the day, the children disconnect buss 14 from the multi-modaldevices 10 or 210, carry it home and solve the assignments. The nextday, when the multi-modal devices 10 or 210 are connected to buss 14 andthereby to the master computer 12, the score for each child can be"pulled in" as before.

The above process reduces the time required by teachers to do routinechores of grading papers and other time consuming book keeping tasks.This will free up time on the part of teachers that may be fruitfullyused for providing personal attention to children that need help.

It is clear that the present invention is well adapted to carry out theobjects and attain the ends and advantages mentioned as well as thoseinherent therein. While a presently preferred embodiment of theinvention has been described for purposes of this disclosure, numerouschanges may be made which will readily suggest themselves to thoseskilled in the art and which are encompassed within the spirit of theinvention disclosed and as defined in the following claims.

What is claimed is:
 1. An improved process for information input usingelectromechanical, storage, control, comparison, retrieval and outputdevices comprising the steps of:inputting a first input signal to alogic means representing control and predefined data information; andinputting a second input signal to the logic means representing locationindication information, such that the logic means can proceed inaccordance with a predesignated program of operations, said inputting ofsecond input signal comprising the steps of contacting a stylus inindicia marking engagement with a relational input pad means, activatingthe pad location and providing input signals to the logic means as tothe location where marking is accomplished, the marking being indicativeof the indicia of the data being input, followed by the stylus beingbrought into activating engagement with a non-relational data input padmeans corresponding to the previously marked indicia, thereby providinginput to the logic means corresponding to the indicia marked on therelational pad.
 2. The process of claim 1 wherein the logic means isoperably connected to a memory means having at least one storage devicetherewith, and wherein in second input signal has alphanumericinformation having mathematical control indicia into the storage deviceof the memory means.
 3. The process of claim 2 wherein the logic meansis operably connected to a master computer and the process furthercomprises:inputting alphanumeric information to a plurality of storagedevices within a memory means; inputting control information to aplurality of storage devices within the memory means; inputtingprograms, data or control information from a master computer; andselecting and processing of one or more major functions contained withinthe program.
 4. An improved process for information input usingelectromechanical, storage, control, comparison, retrieval and outputdevices comprising the steps of:inputting a first input signal to alogic means representing control and predefined data information; andinputting a second input signal to the logic means representing locationindication information such that the logic means can proceed inaccordance with a predesignated program of operations, said second inputsignal produced by a cognitive process comprising:engaging a stylusmeans in indicia marking engagement with a relational data input padmeans; marking a desire indicia; providing input to the logic meanscorresponding to the pad location where marking is accomplished;transmitting indicia signals produced thereby to logic means; andactivating an activate control pad which directs the logic means todecipher the signals produced by the stylus means so that the logicmeans deciphers and provides feedback information on the indiciarecognized, the stylus being capable of activating engagement with anon-relational data input pad means corresponding to the previouslymarked indicia to provide a correct data input into the logic means whennon-recognition of the mark indicia occurs.